高校贫困生焦虑抑郁情绪与缺陷感相关性研究

目的 探讨高校贫困生的焦虑、抑郁情绪与缺陷感的相关性,为制定心理干预措施提供依据.方法 采用焦虑自评量表、抑郁自评量表、大学生人格问卷和缺陷感量表对210名贫困大学生和180名非贫困大学生进行评定分析.结果 男女贫困生焦虑、抑郁情绪检出率比较差异无显著性(P＞0.05);贫困生与非贫困生焦虑、抑郁情绪检出率比较差异无显著性(P＞0.05);贫困生焦虑自评量表评分显著高于非贫困生及青年常模(P＜0.05或0.01),抑郁自评量表评分显著高于青年常模(P＜0.01);贫困生与非贫困生大学生人格问卷评定第1类检出率差异无显著性(P＞0.05),第2类检出率差异有显著性(P＜0.05);贫困生缺陷感量表总分及自尊、社交自信、学习能力、外貌分量表评分与焦虑自评量表评分呈显著相关(P＜0.05或0.01),总分及自尊、学习能力分量表评分与抑郁自评量表评分呈显著相关(P＜0.05或0.01);性别、焦虑抑郁情绪及人格特征对缺陷感量表评分有显著预测作用.结论 贫困大学生存在不同程度的焦虑抑郁情绪,其焦虑抑郁状况与缺陷感显著相关,学校应有针对性地开展心理健康教育,以提高大学生的心理健康水平.

A correlation study of anxious-depressive emotions and feeling of inadequacy in poor college students

Objective to study the correlation of anxiety and depression emotions with feeling of inadequacy in poor college students in order to provide basis for making mental intervention measures. Methods Assessments were carried out with the Self-rating Anxie- ty Scale （SAS）, Self-rating Depression Scale （SDS）, University Personality Inventory （UPI） and Feelings of Inadequacy Scale （FIS） in 210 poor college students and 180 non-poor ones. Results There were no significant differences in the detection rate of anxiety and depression between male and female poor students （P〉0.05） and between poor and non-poor ones （P〉0.05）; the SAS score was significantly higher in poor students than non-poor ones and youth norm （P〈0.05 or 0.01） and the SDS than youth norm （P〈 0.01） ; there was no significant difference in the detection rate of the first kind （P〈0.05） and was of the second （P 〈 0. 05） between poor and non-poor students; the total, self-esteem, social self-confident, learning capacity and physiognomy score of the FIS were significantly related to the SAS score （P〈0.05 or 0.01）, the total, self-esteem, and learning capacity to the SDS （P〈0.05 or 0.01） in poor students; gender, anxious-depressive emotions and personality characteristics had notable predictive effect on the EIS score. Conclusion Poor college students have different degrees of anxious-depressive problems, their anx- ious-depressive status are significantly retated to the feeling of inadequacy, mental health education be developed in order to improve students＇ mental health level.